Ceria Membaca & Fun Reading

Mereka yang bermula awal, akan sentiasa di hadapan

37 Common Characteristics of D.Y.S.L.E.X.I.A

Comments by Kak Ungku Betty:

I found this article by Ronald D. Davis (1992) very interesting.
I would like to advice to all parents/individuals, if you find your children/siblings/family have these common characteristics of dyslexia, please seek advice or second opinion from the child specialist. A dyslexic child is generally has difficulties in reading, writing and spelling. It's a warning sign that your children might need help and special attention.

37 Common Characteristics of DYSLEXIA

Most dyslexics will exhibit about 10 of the following traits and behaviors. These characteristics can vary from day-to-day or minute-to-minute. The most consistent thing about dyslexics is their inconsistency.


  • Appears bright, highly intelligent, and articulate but unable to read, write, or spell at grade level.
  • Labelled lazy, dumb, careless, immature, "not trying hard enough," or "behavior problem."
  • Isn't "behind enough" or "bad enough" to be helped in the school setting.
  • High in IQ, yet may not test well academically; tests well orally, but not written.
  • Feels dumb; has poor self-esteem; hides or covers up weaknesses with ingenious compensatory strategies; easily frustrated and emotional about school reading or testing.
  • Talented in art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
  • Seems to "Zone out" or daydream often; gets lost easily or loses track of time.
  • Difficulty sustaining attention; seems "hyper" or "daydreamer."
  • Learns best through hands-on experience, demonstrations, experimentation, observation, and visual aids.

Vision, Reading, and Spelling

  • Complains of dizziness, headaches or stomach aches while reading.
  • Confused by letters, numbers, words, sequences, or verbal explanations.
  • Reading or writing shows repetitions, additions, transpositions, omissions, substitutions, and reversals in letters, numbers and/or words.
  • Complains of feeling or seeing non-existent movement while reading, writing, or copying.
  • Seems to have difficulty with vision, yet eye exams don't reveal a problem.
  • Extremely keen sighted and observant, or lacks depth perception and peripheral vision.
  • Reads and rereads with little comprehension.
  • Spells phonetically and inconsistently.

Hearing and Speech

  • Has extended hearing; hears things not said or apparent to others; easily distracted by sounds.
  • Difficulty putting thoughts into words; speaks in halting phrases; leaves sentences incomplete; stutters under stress; mispronounces long words, or transposes phrases, words, and syllables when speaking.

Writing and Motor Skills

  • Trouble with writing or copying; pencil grip is unusual; handwriting varies or is illegible.
  • Clumsy, uncoordinated, poor at ball or team sports; difficulties with fine and/or gross motor skills and tasks; prone to motion-sickness.
  • Can be ambidextrous, and often confuses left/right, over/under.

Math and Time Management

  • Has difficulty telling time, managing time, learning sequenced information or tasks, or being on time.
  • Computing math shows dependence on finger counting and other tricks; knows answers, but can't do it on paper.
  • Can count, but has difficulty counting objects and dealing with money.
  • Can do arithmetic, but fails word problems; cannot grasp algebra or higher math.

Memory and Cognition

  • Excellent long-term memory for experiences, locations, and faces.
  • Poor memory for sequences, facts and information that has not been experienced.
  • Thinks primarily with images and feeling, not sounds or words (little internal dialogue).

Behavior, Health, Development and Personality

  • Extremely disorderly or compulsively orderly.
  • Can be class clown, trouble-maker, or too quiet.
  • Had unusually early or late developmental stages (talking, crawling, walking, tying shoes).
  • Prone to ear infections; sensitive to foods, additives, and chemical products.
  • Can be an extra deep or light sleeper; bedwetting beyond appropriate age.
  • Unusually high or low tolerance for pain.
  • Strong sense of justice; emotionally sensitive; strives for perfection.
  • Mistakes and symptoms increase dramatically with confusion, time pressure, emotional stress, or poor health.

Common Signs of Untreated Dyslexia

Early Years (ages 4 -5)

  1. Trouble remembering the names of the days of the week and months of the year.

  2. Trouble following directions (especially multiple instructions).

  3. Has speech problems (usually, but not always, had many ear infections in their first few years of life).

  4. Trouble making up rhymes.

  5. Trouble memorizing words to songs.

Middle Years (6-9)

  1. Reverses letters and numbers (normally 'b' and 'd', '6' and '9).

  2. When reading, may skip words (strangely, it is usually the smaller, easier words that get skipped).

  3. When reading, may substitute a word that has the same or similar meaning. For example, they may see the word "gigantic", but may say "big" or "large".

  4. When reading, may see the first letter of a word and take a wild guess, out of context, based on that first letter; for example, they may see a word like "prairie" and say "palace".

  5. When reading, will change letters within words, such as "calm" to "clam".

  6. Forgets to add prefixes or suffixes when writing. For example, they may forget to add the 'ed' to make a word past tense.

  7. In the classroom, may have trouble copying from the board.

  8. Doesn't always write sounds from left to right; for example, may spell "to' as "ot.

  9. Poor reading comprehension.

  10. Trouble memorizing math facts.

  11. Delayed in telling time (on an analog clock).

  12. Switches their dominant hand for some tasks; for example, they may write with their right hand, but do cartwheels left-handed.

Later Years (10 to adult)

  1. Takes poor notes in the classroom.

  2. Has trouble articulating; jumbles up words or has trouble searching for the right word.

  3. Avoids reading, or reads very slowly in a monotone voice.

  4. Has difficulty with foreign languages.

  5. Writing is very simplistic, handwriting is usually messy.

  6. Trouble organizing.

messy handwriting

Anak-anak Didik Saya Sudah Pandai Membaca

Berikut adalah sebahagian daripada profail anak didik saya yang telah mengikuti Program Cepat Membaca & I Can Read yang mana sekarang dikenali sebagai Program Ceria Membaca & Fun Reading.

Sofia Ilyana binti Baharom

Mula belajar membaca seawal usia 31/2 tahun.
Sekarang ini Ilyana berumur 5 tahun, mahir membaca & menulis di dalam Bahasa Malaysia & Bahasa Inggeris.

Ibrahim bin Dr Sh Salleh

Mula belajar membaca seawal usia 4 tahun.
Sekarang Ibrahim berumur 5 tahun, mahir membaca & menulis di dalam Bahasa Melayu & Bahasa Inggeris.

Noor Farzanah binti Zaid.
Merupakan seorang pelajar istimewa.
Disahkan oleh pakar kanak-kanak sebagai dyslexia.
Mula belajar membaca pada usia 8 tahun.
Kini Farzanah berumur 10 tahun, boleh membaca & menulis di dalam Bahasa Malaysia & Bahasa Inggeris dengan baik.

Program Ceria Membaca & Fun Reading

Pancabestari Teknologi akan meneruskan Program Cepat Baca & I Can Read yang kini dikenali sebagai Program Ceria Membaca & Fun Reading (CM&FR).

Dengan Program CM&FR ini, insyaAllah anak anda boleh membaca dengan lancar dan cepat melalui K
aedah Fonemik & Fonik. Anak-anak juga akan diberi pendedahan menulis dan multimedia.

Program membaca ini terbuka kepada kanak-kanak seawal 4 tahun dan ke atas.

Pendaftaran bagi Sesi 2009/2010 dibuka SEKARANG.
Kelas akan bermula pada 3 NOVEMBER 2009.

Untuk keterangan lanjut sila hubungi:
Pancabestari Teknologi
NO. HP: 013-7007535

Pelajaran 7: Gabungan bunyi a, i, u dengan s

Pastikan anak mengenal dan mahir dengan bunyi-bunyi asas
/a/.../i/...dan /u/.

Kali ini kita akan perkenalkan pula satu lagi bunyi huruf yang baru iaitu /s/ dan digabungkan dengan bunyi asas ..../a/ /i/ dan /u/.

Biar anak dengar dulu kita bunyikan /s/...sssss.
Tunjukkan pada bunyi
/s/ di bawah dan kemudian suruh pula anak membunyikannya.

Berikan contoh lain bagaimana menyebut bunyi /s/ seperti dalam:
  • Tekankan bunyi /s/ sssss dalam ssss...sudu
  • Tekankan bunyi /s/ sssss dalam ssss...susu

Kemudian tanya kepada anak:
Apakah bunyi awalan dalam ssss..sudu dan ssss..susu?
Anak jawab: bunyi /s/ ssss

Kaedah fonemik - di dalam sesuatu perkataan itu terdapat bunyi-bunyi asas yang boleh digabungkan dan boleh dipisahkan.

Sekiranya anak telah mahir dan mengenal bunyi
/ma/, /mi/ dan /mu/, maka anak tidak akan mempunyai masalah untuk menggabungkan bunyi /sa/, /si/ dan /su/.
  • Tunjukkan kepada anak bahawa bunyi /s/ dan /a/ = /sa/ (nganga mulut besar)
  • Tunjukkan kepada anak bahawa bunyi /s/ dan /i/ = /si/ (senyum)
  • Tunjukkan kepada anak bahawa bunyi /s/ dan /u/ = /su/ (muncungkan mulut)

Cuba baca dengan anak.
Berikan pujian kepada anak sekiranya dia berjaya mengenal bunyi /sa/, /si/ dan /su/.

Ceria Membaca & Fun Reading

Pelajaran 6 : Aktiviti Pengukuhan /m/.../a/.../i/../u/

Kita perlu memahirkan anak-anak dengan gabungan bunyi-bunyi :

Cuba suruh anak membunyikan gabungan bunyi- bunyi /m/, /a/, /i/ dan /u/.
Biar anak tunjuk dengan jari kelingking bunyi-bunyi /ma/=ma, /mi/=mi, dan /mu/=mu.

Kaedah Fonik adalah di mana sesuatu perkataan itu boleh dipisahkan kepada bunyi-bunyi yang lebih kecil.

perkataan mata adalah terdiri daripada bunyi-bunyi huruf yang boleh dipisahkan kepada bunyi yang lebih kecil:

mata = /m/..../a/..../t/..../a/

perkataan mata juga terdiri daripada gabungan bunyi-bunyi huruf:

mata = /ma/.../ta/

Cuba suruh anak membunyikan perkataan berikut:

  • /u/.../mi/ = umi
  • /a/.../mi/ = ami
  • /ma/.../mi/ = mami
  • /mi/.../mi/ =mimi
  • /ma/.../ma/ = mama

    Ceria Membaca & Fun Reading

Stick-it notes

About Me

My photo
Batu Pahat, Johor, Malaysia
I was born on March 14, 1966. My nickname is Betty and for this blog just call me Kak Ungku Betty. A former senior corporate officer and now running my own education centre, specialising in early reading using phonemic and phonic techniques. Happily married to my handsome soulmate named Mohamed.

About this blog

This blog will share my knowledge and experiences on how to teach children (from the age of 4 years old) to read using phonemic and phonics techniques. These two techniques in my opinion are also the basis for learning an alphabetic writing system. It's true from my experience, children who have poor developed phonemic awareness and phonics are likely to become poor readers.

Also in this blog we will share activities on how to stimulate children to get ready for reading and writing as well. Keep on reading this blog for more information.

Ceria Membaca & Fun Reading.
Thank you.

Kak Ungku Betty


Betty's Quick Search